Browsing by Subject "proficiency level"

Now showing 1 - 4 of 4

Open Access
The effectiveness of audio books on the reading comprehension of selected texts by university EFL students at different proficiency levels
(2010) Türker, Sami
This study mainly investigated the effectiveness of audio books on the reading comprehension of selected texts by university EFL students. This study also aimed to find out whether a difference in students‘ reading comprehension as a result of exposure to audio books emerges based on their proficiency levels. Lastly, students‘ attitudes toward audio books were also investigated in the study. This study was conducted over three weeks, with the participation of 82 students from four classes at elementary and intermediate levels at Anadolu University School of Foreign Languages. One of the classes at each level was selected as the control group and the other class was designated as the experimental group. The control group students were assigned to read three graded readers, one book per-week, while the experimental group students were assigned to read the same books and listen to the accompanying audio CDs outside the classroom.In order to investigate the effectiveness of audio books on the reading comprehension of university EFL students, reading comprehension tests, which were prepared for each book separately, were administered to the control and the experimental group students after each one-week reading period. In order to address the first research question, the mean values and standard deviations were calculated and compared between the control and experimental groups. The test results of the elementary and the intermediate level students were compared to explore any difference in the effectiveness of audio books on reading comprehension according to their proficiency levels. Following each reading comprehension test, the experimental group students were administered a questionnaire with the intent to find out their attitudes toward using audio books. Analysis of the test data revealed that audio books are effective in the text comprehension of university EFL students, and they appeared to have a greater effect on students at intermediate level than they did at elementary level. The results from the questionnaire showed that the experimental group students had positive attitudes toward their experience with audio books. Finally, the study emphasizes the importance of audio books, suggesting that teachers can incorporate them as an alternative approach to traditional extensive reading implementation.
Open Access
The grammar learning strategies employed by Turkish university preparatory school EFL students
(2008) Gürata, Ali
This study mainly investigated (a) which learning strategies Turkish EFL learners use when learning and using grammar structures, and (b) the difference in learning strategy use by several variables, such as gender, proficiency level, and achievement on grammar tests. The study was conducted at Middle East Technical University (METU), School of Foreign Languages, with the participation of 176 students from three different proficiency levels (pre-intermediate, intermediate, and upper-intermediate). The data were collected through a 35-item questionnaire regarding grammar learning strategies. The analysis of the quantitative data revealed that Turkish EFL learners think learning English grammar is important, and that these learners use a variety of learning strategies when they learn and use grammar structures. The findings from this study also indicated that there is a difference in learning strategy use among different proficiency levels. Similarly, a significant difference was found between males and females in terms of their strategy use. Finally, the study showed that using grammar learning strategies is influential in grammar achievement.
Open Access
The preferences of Turkish university EFL students for instructional activities in relation to their motivation
(2009) Uçar, Sevda Balaman
This study investigates a) the components of motivation that Turkish university EFL students hold, b) their preferences for instructional activities, c) how these two concepts relate to each other, and d) whether the proficiency level affects responses toward motivation and instructional activity types. The study was conducted at Hacettepe University, School of Foreign Languages, with the participation of 343 students from three different proficiency levels (pre-intermediate, intermediate, and upper-intermediate). The data were collected using a 81-item questionnaire related to motivation and instructional activity types. Factor analysis was conducted for the collected data and the factors found formed the basis of the scales used in the subsequent analysis. In the motivation section, nine factors were determined which formed the internal structure of motivation. Among these factors, instrumental motivation, which had the highest median score, was found the most important motivation type in this population. The anxiety factor had the lowest median score. In the instructional activity section, four factors were found. While the communicative focus factor had the highest median score, the traditional approach factor had the lowest score. This study also indicated that there is a relationship between preferences for activity types in relation to students’ motivation. In fact, significant correlations were found between almost all motivation styles and communicative and challenging activities. But, the effect sizes of the correlations were not the same with all activity types in each motivation style. Some of the correlations were much stronger than the others. This result shows that even though there was not a clear-cut difference between students’ preferences for activity types in relation to motivational styles, some activity types were favored more than the others in each motivation style. This finding revealed a variation across the groups and thus confirmed this possible link between motivation and instructional activity types. Additionally, the results in this study indicated that there were large differences in motivation and activity type preferences among different language proficiency levels.
Open Access
Students' and teachers' perceptions of interaction types
(2007) Kaya, Özlem
This thesis investigated the perceptions of students at various proficiency levels and their teachers toward interaction types used in language classes, exploring students’ and teachers’ affective reactions to interaction types, along with their impressions of these interaction types’ effectiveness as learning tools. The study was conducted with the participation of 238 students from various proficiency levels (two classes from each level), and their Speaking-Listening course teachers at Anadolu University, School of Foreign Languages in the spring semester of 2007. The data were gathered through perception questionnaires and interviews. The analysis of the quantitative and qualitative data revealed that students and their teachers perceived group work as a more effective learning tool, and they had more have positive affective reactions to this interaction type than whole-class teaching, which suggested that students and their teachers had tendencies towards iv learner-centered learning. Moreover, there was no significant difference of perception across the proficiency levels, and opinions of students did not clash with those of their teachers to a great extent. This study implied that group work is an effective and enjoyable interaction type, which should be employed more frequently in addition to whole-class teaching in language classes. Further, it suggested that group work can become more effectively and smoothly implemented at all levels if students receive strategy training on group work.